Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read : Response to Bowers & Bowers (2018)

Kathleen Rastle; Joanne Taylor

doi:10.1177/1747021818775053

Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read : Response to Bowers & Bowers (2018)

Kathleen Rastle
, Joanne Taylor

Research output: Contribution to journal › Article › peer-review

188 Downloads (Pure)

Original language	English
Pages (from-to)	1501-1505
Number of pages	5
Journal	The Quarterly Journal of Experimental Psychology
Volume	71
Issue number	7
Early online date	9 May 2018
DOIs	https://doi.org/10.1177/1747021818775053
Publication status	Published - 1 Jul 2018

Access to Document

10.1177/1747021818775053

Accepted ManuscriptAccepted author manuscript, 35.9 KB

1 Article

Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography
Taylor, J., Davis, M. & Rastle, K., Jun 2017, In: Journal of Experimental Psychology: General. 146, 6, p. 826-858 33 p.
Research output: Contribution to journal › Article › peer-review

Open Access

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1 Finished

The acquisition of print-to-meaning links in reading: an investigation using novel writing systems
Rastle, K. (PI)
Economic & Social Res Coun ESRC
1/03/14 → 28/02/17
Project: Research

Cite this

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title = "Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read : Response to Bowers \& Bowers (2018)",

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AU - Taylor, Joanne

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Print-sound regularities are more important than print-meaning regularities in the initial stages of learning to read : Response to Bowers & Bowers (2018)

Access to Document

Research output

Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography

Projects

The acquisition of print-to-meaning links in reading: an investigation using novel writing systems

Cite this